Student Response and Assessment Tools

Lesson Idea Name: Adding and subtracting fractions

Content Area: Math

Grade Level(s): Fifth grade

Content Standard Addressed: MGSE.5.NF.1 Add and subtract fractions and mixed numbers with unlike
denominators by finding a common denominator and equivalent fractions to produce like denominators

Technology Standard Addressed: Empowered Learner 1b. build networks and customize their learning
environments in ways that support the learning process.

Selected Technology Tool:

X Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms

☐ Other:

URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts:

X Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)

Type of session:

☐ Teacher-Paced X Student-Paced

Bloom’s Digital Taxonomy Level(s):

☐ Remembering X Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

X Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
SBooker, 2020
 Student Response and Assessment Tools
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

Before the SRT activity, students will be familiar with adding and subtracting fractions. Teacher will have
engaged students with classroom discussion, and worked a few examples of addition and subtraction with
fractions together, as a class. Teacher will introduce the Socrative website and give a tutorial to students.

Describe the purpose of the SRT activity (check all that apply):

X Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) X To illuminate common
misconceptions ☐ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation

☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

Students will use their school issued laptops to access the Socrative website. Students will be asked to
participate in the quiz individually, and will submit their answers to the quiz at their own pace.

Type of questions/prompts used in this activity (check all that apply):

X Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No

☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?

X Yes ☐ No

☐ Mixed (Some will have correct answers, other will not.)

Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?

X Yes

☐ No

Why or why not?

SBooker, 2020
 Student Response and Assessment Tools
Because this assessment is to get a better understanding of what students already know about the content
and common misconceptions, I would like to use this SRT activity to introduce the topic. By going over the
correct answers to certain problems, we can begin this introduction.

Describe what will happen AFTER the SRT activity?

After the SRT activity, we will spend several days going more in depth covering adding and subtracting
fractions, including learning new methods and using manipulatives. Once all of the content has been
addressed, students will re-do the SRT activity, and I will compare and contract data trends before and after
the lesson.

How will the data be used?

The data collected will serve as a formative assessment for myself, and will allow me to modify instruction, if
needed. It will help me to address misconceptions with this class, and for my future classes. The data will be
collected anonymously and gone over collectively, as a class. This data will help me address the class’ current
conceptual understanding, and any misconceptions.

Describe your personal learning goal for this activity.

This will be the first time that students will have the ability to submit their work anonymously, which could
encourage students to feel more confident in their answers, whether their answers may be correct or
incorrect. I will collect all of the data and use it to modify instruction appropriately, and address any
misconceptions immediately, before students inadvertently learn incorrect methods or techniques.

Reflective Practice:

I feel that this activity will impact student learning because it allows me to know what improvements I may
need to make, or if there are any conceptions that I may need to address. This activity will help me become a
better educator for my current and future students. This activity could be extended to include open-ended
answers, which would allow students to explain their reasoning.

SBooker, 2020